<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<meta http-equiv="content-type" content="text/html; charset=iso-8859-1" />
 <link rel="stylesheet" href="../estilos_2010.css" type="text/css" media="screen" />
 <title>Cursos de Idiomas - Extensi&oacute;n Universitaria | Facultad de Derecho - Universidad de Buenos Aires</title>
 <script type="text/javascript">
window.onload = function () {
	var tabla = document.getElementById('TablaCebra');
	var filas = tabla.getElementsByTagName('tr');
	for (var i=0; i<filas.length; i++) {
		var par = i % 2;
		if (par == 1) {
			filas[i].className = 'tablaResaltado';
		}
	}
}
</script>
</head>
<body>
<div id="content">
 
  <div class="cabecera">
   <?php require_once('../include/inc_top.php'); ?>
 </div>
  <div style="padding-top:8px;"></div>
 <div class="contenido">
  <div class="sector"><?php require_once('enc_menu/enc_sup_sec_extension.php'); ?>  </div>
  <div style="padding-top:1px; background-color: black;"></div>


  <div style="padding-top:6px;"></div>
  <div class="arbol"><?php require_once('enc_menu/enc_sup_sub_index_cur_extension_idiomas.php'); ?></div>
  <div style="padding-top:2px; background-color: white;"></div>
 </div>

<div style="clear: both;"></div>
<div class="menu_izq">

<?php require_once('enc_menu/men_index_der_cur_extension_cuatrimestral.php'); ?>

  <div style="padding-top:2px; background-color: white;"></div>
<div style="padding-top:2px; background-color: white;"></div>

 </div>
<div class="contenido_pagina-col2">
   <h1>Ingl&eacute;s - Nivel                 6 </h1>
   <p><strong>Book used:</strong> top notch 3B</p>
   <p> <strong>Unit 6: Disasters and emergencies</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>News sources</li>
           <li>Severe weather events and other disasters</li>
           <li>Emergency preparations and supplies</li>
           <li>Terminology for discussing disasters<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Say Will do to accede to a request</li>
           <li>Use What a shame to demonstrate empathy</li>
           <li>Use It says... to indicate that information comes from a                       known source</li>
           <li>Use Thank goodness to express relief<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Indirect speech: imperatives</li>
           <li>Indirective speech: say, and tell; tense changes</li>
           <li>Punctuation rules for direct speech</li>
           <li>Indirect speech: optional tense changes<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Convey a message for a third person</li>
           <li>Offer an excuse</li>
           <li>Report what you heard on the news</li>
           <li>Respond to good and bad news</li>
           <li>Discuss plans for an emergency</li>
           <li>Describe natural disasters<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation: </strong>
         <ul>
           <li>Direct and indirect speech: rhythm<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Weather reports / Task: identify the weather event</li>
           <li>Emergency radio broadcast / Task: correct incorrect statements                       and report facts, using indirect speech</li>
           <li>News report on natural disasters / Task: identify the types                       of disasters<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Historic news headlines</li>
           <li>Magazine article describing variables that affect an earthquakes&acute;s                       severity<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Write about a historic disaster</li>
           <li>Provide instructions on preparing for a disaster</li>
           <li>Explain the factors that contribute to the severity of an                       earthquake</li>
         </ul>
     </li>
   </ul>
   <p><br />
       <strong>Unit 7: Books and magazines </strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Types of books</li>
           <li>Ways to describe reading material</li>
           <li>Some ways to enjoy reading<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Preface a request with Do you mind if to be more polite</li>
           <li>Use Not at all to indicate that one doesn&acute;t mind </li>
           <li>Say What (adjective + noun)! to express a compliment<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Noun clauses: Embedded questions</li>
           <li>Noun clauses as direct objects</li>
           <li>Embedded questions: usage and punctuation</li>
           <li>Embedded questions with infinitives</li>
           <li>Noun clauses with that: after mental activity verbs</li>
           <li>Noun clauses with that: after other expressions<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Recommend a book</li>
           <li>Give and accept a compliment</li>
           <li>Explain where you learned something</li>
           <li>Evaluate types of reading materials</li>
           <li>Describe your reading habits<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation:</strong>
         <ul>
           <li>Sentence stress in short answers with think, hope, guess,                       or believe<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Descriptions of reading habits / Task: choose each speaker&acute;s                       preferences</li>
           <li>Conversations about books / Task: identify the type of book                       and infer if the speaker likes it.<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Online bookstore website</li>
           <li>Magazine article about the popularity of, and attitudes                       about, comic books<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Write about your reading habits</li>
           <li>Review a book or other material you&acute;ve read</li>
         </ul>
     </li>
   </ul>
   <p><br />
       <strong>Unit 8: Inventions and Technology</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Mechanical inventions in history</li>
           <li>Ways to describe innovative products<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use That depends to indicate one needs more information</li>
           <li>So It can happen to anyone to show empathy when responding                       to an apology<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Conditional sentences review</li>
           <li>The past unreal conditional</li>
           <li>Unless in conditional sentences</li>
           <li>Clauses after wish</li>
           <li>The unreal conditional: variety of forms<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Discuss wheter to purchase a product</li>
           <li>Accept responsibility for a mistake</li>
           <li>Reassure someone</li>
           <li>Describe a new invention</li>
           <li>Compare important inventions<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation:</strong>
         <ul>
           <li>Contractions with &acute;d (would)<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>People describing problems / Task: select a useful invention                       for each person.</li>
           <li>Discussions of new products / Task: determine which adjective                       best describes each product<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Magazine article describing the importance of the invention                       of the printing press<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Write about an invention that you think had a great impact</li>
         </ul>
     </li>
   </ul>
   <p><strong> UNIT 9: Controversial issues</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Political terms and types of governments</li>
           <li>Political and social beliefs</li>
           <li>Controversial issues</li>
           <li>Ways to disagree politely<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use the expression That&acute;s a good question to imply                       that you are not sure of the answer or you want to avoid answering</li>
           <li>Say Well&acute;ll have to agree to disagreee to politely                       end a disagreement with no hard feelings<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Non-count nouns for abstract ideas</li>
           <li>Verbs followed by objects and infinitives</li>
           <li>Count and non-count nouns</li>
           <li>Gerunds and infinitives: form</li>
           <li>Review: gerunds and infinitives after certain verbs<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Ask for and give advice about acceptable conversation topics</li>
           <li>Satate your opinion</li>
           <li>Express agreement or disagree politely</li>
           <li>Suggest solutions to global problems</li>
           <li>Debate pros and cons<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation:</strong>
         <ul>
           <li>Stress to emphasize meaning<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Conversations about politics and social beliefs / Task:                       determine each person&acute;s political orientation</li>
           <li>Opinions about controversial ideas / Task: infer the speaker&acute;s                       opinion</li>
           <li>People arguing their views / Task: summarize arguments</li>
           <li>Radio news program / Task: identify the problems<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Authentic dictionary entries</li>
           <li>Magazine article defining global problems<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Describe a local or world problem and offer possible solutions&middot;                       Write the pros and cons of a controversial issue</li>
         </ul>
     </li>
   </ul>
   <p><br />
       <strong>Unit 10: Enjoying the world</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Geographical features</li>
           <li>Ways to describe possible risks</li>
           <li>Dangerous animals and insects</li>
           <li>Positive and negative descriptions</li>
           <li>Ways to describe the natural world<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Provide a reason to support and strenghten a warning</li>
           <li>Use Be sure to to make an enthusiastic suggestion<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Infinitives with too + adjective</li>
           <li>Prepositions of place to describe locations</li>
           <li>Infinitives with too+ adjective: more practice</li>
           <li>Infinitives with enough</li>
           <li>Prepositions usage</li>
           <li>Proper nouns: capitalization</li>
           <li>Proper nouns use of the<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Warn about risks or dangers</li>
           <li>Ask and explain where a place is located</li>
           <li>Describe a natural setting</li>
           <li>Recommend a place for its beauty</li>
           <li>Debate a plan for economic development<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation:</strong>
         <ul>
           <li>Voiced and voiceless th<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>People discussing risks / Task: infer if the place is safe</li>
           <li>Description of a trip / Task: identify natural features</li>
           <li>Conversations about tourist destinations / Task: infer if                       the speaker recommends going<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Authentic maps</li>
           <li>Magazine article describing the pros and cons of eco-tourism<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Describe a spectacular natural setting&middot; Plan an eco-friendly                       development</li>
           <li>Create a tourism advertisement</li>
         </ul>
     </li>
   </ul>
   <h2>&nbsp;</h2>
   <h2>&nbsp;</h2>
  </div>

<div class="cleaner"></div>
</div>
<div class="cleaner"></div>
        <div class="pie">
        <div style="padding-top:2px; background-color: white;"></div>
         <?php require_once('../include/inc_pie.php'); ?>

</div>
</body>
</html>
